Just as the curriculum can become a collection of courses instead of a cohesive and meaningful curriculum, the same may be true for blended learning when the approach does not provide the mechanisms and support to fundamentally redesign the student learning experience across the curriculum.
larger concerns may relate to the lack of time, support, or incentives
Even though the examples of an institutional approach to blended learning are scarce, presenting best practices for blended learning only in the context of individual courses prevents constituents from grasping the larger institutional strategy. Situating all specific course examples within the framework of the larger institutional strategy allows the rationale for blended learning to remain at the forefront of the conversations, as well as at the forefront of any specific processes and support mechanisms the institution puts into place. Delving into specific course strategies should always be preceded by reminding constituents of the larger institutional strategy.
Drysdale, J., Graham, C., Spring, K., & Halverson, L. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 17, 90-100.
Fink (2013) notes that the prevailing view of faculty work (teaching, research, and service) does not provide any "in-load" time for faculty to work on their own professional development around teaching (p. 222). Therefore, a critical condition necessary for the achievement of a blended learning institutional strategy is adequate time.
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"The posting below looks at principles for the design of learning communities (LCs). It is from Chapter 2 - Preparing for Powerful Learning Communities, in the book, Powerful Learning Communities: A Guide to Developing Student, Faculty, and Professional Learning Communities to Improve Student Success and Organizational Effectiveness, by Oscar T. Lenning, Denise M. Hill, Kevin P. Saunders, Alisha Solan, and Andria Stokes."
This extract from Chapter 6 of Race and Pickford (2017) provides sound advice for post-secondary educators.
Race, Phil, & Pickford, Ruth. (2007). Making Teaching Work: 'Teaching Smarter' in Post-Compulsory Education. London, England: Sage Publications.
Following the news article, there are "Tips from Bob Steele, a retired UBC professor of art education, for parents or caregivers on using art as a tool for developing a child’s literacy" (Drawing for learning, deck).
"Watch this short, satirical film, written by Oren Ginzburg and narrated by actor and comedian David Mitchell, which tells the story of how tribal peoples are being destroyed in the name of ‘development’."
Essays on this Schooling the World resource page (2014.10.06) include:
The Other Way of Knowing
To Hell With Good Intentions
Education is Ignorance
Do Indigenous Peoples Benefit from “Development?”
Indigenising Curriculum: Questions Posed by Baiga Vidya
Indigenous Knowledge Systems / Alaska Native Ways of Knowing
Childhood in an Indian Village
"The government has decided to increase the number of Assistant Language Teachers considerably over a five-year period, starting from the next school year, to strengthen English education at primary schools" (¶1).
accountability and performance evaluations have, in many instances, taken on disproportionate importance to the basics of teaching well and effectively and maintaining a good dose of active and engaged learning in our classrooms
If you don't have faculty who are productive, engaging, and relatively happy, the learning process for students can be seriously flawed. ultimately, it is the faculty who are the most important part of any thriving university.
Gone are the days when you could blow off a series of homework assignments throughout the semester but pull through with a respectable grade by cramming for and acing that all-important mid-term exam. Getting good grades today is far more about keeping up with and producing quality homework—not to mention handing it in on time.
"In order for Japanese people to be able to make necessary contributions and play an important role in the future of the world as a member of the international community, it is vital that Japanese people cultivate an interest in other countries. In particular, I have a strong desire to see the younger generation on which the future of Japan depends upon, look outward to the world" (¶4).
Every reaction is a learning process; every significant experience alters your perspective.
So if you now number yourself among the disenchanted, then you have no choice but to accept things as they are, or to seriously seek something else. But beware of looking for goals: look for a way of life. Decide how you want to live and then see what you can do to make a living WITHIN that way of life. But you say, "I don't know where to look; I don't know what to look for."
In this TESOL Blog post (2014.09.19), Elena Shvidko shared descriptions from websites of 11 journals carrying "articles related both to research in second language writing and writing pedagogy" (¶1, 2014.09.22). - See more at: http://blog.tesol.org/excellent-academic-journals-to-stay-up-to-date-in-el-writing/#sthash.RB7SItgV.dpuf
"The PhraseBook helps you build advanced language competence and writing ability in English. Rather than concentrating on rules and exceptions as many books, the PhraseBook focuses on writing, providing the tools for you to write in your subject" (A tool for building advanced language competence and writing ability, ¶1, 2014.09.12).
In this article, Chen summed up an interview about Benedict Carey's book, How We Learn: The Surprising Truth about When, Where, and Why It Happens, highlighting and exemplifying take-away messages for self-directed learners as well as teachers.
pupils today can change the way they study to exploit the brain’s quirky learning processes, using the strategies revealed by memory and learning research
Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments
This article is an extract from:
Fechter, Sharon Ahern. (1999). Chapter 4, Academic research. In Virginia Bianco-Mathis & Neal Chalofsky (Eds.), The full-time faculty handbook ([n.p.]). London, UK: Sage Publications, Inc.
"Multiple sources recommend about ten minutes per night in the first grade, then add ten minutes for every subsequent grade, for a maximum of two hours in all subjects by the 12th grade" (2. How much homework is recommended, ¶1 [of 1]).
In this post, Stack (2014.08.25) suggested four ways of developing or improving grading practices:
1. Separate and acknowledge the role of both formative and summative assessment.
2. Stop averaging averages to get more averages.
3. Separate academics from academic behaviors.
4. Use rubrics and a rubric scale, not percentage scores.
"Grammar Choices is a different kind of grammar book: It is written for graduate students, including MBA, master’s, and doctoral candidates, as well as postdoctoral researchers and faculty" (Descriptions, ¶2, 2014.09.08).
We live in a world of increasingly complex and intractable problems. These are especially evident in the environmental and social domains. They range from climate change and destruction of ecosystems, to scarcity of water and other critical natural resources, and to the disproportionate effects these growing scarcities are having on the poor of the world
In this book..., ¶1
We have deep intractable social issues, such as youth unemployment around the world and the growing gap between rich and poor. All these ultimately are economic in the same sense that all social and environmental issues ultimately show up in our economic system. No one is very happy with the ability of their economies to establish pathways of sustainable progress
In this book..., ¶2
In terms of people’s careers and opportunities both as employees and entrepreneurs, I believe the combined foundation of social, emotional, and systemic intelligence will be pivotal
In the book, ¶3career opportunitiesmultiple intelligences
businesses know very well that the skill sets they need today and in the future are very different than those in the past
our opportunity to be lifelong learners of systems thinking is unlimited
For professionals..., ¶1life-long learning
But for most of us, the way to take advantage of these opportunities is to start locally
For professionals..., ¶2act locally
How can we foster reflection, so that people can begin to think about their thinking, starting with ourselves?
For professionals..., ¶2
Without reflection, people tend to just assume their point of view is the right point of view and defend and argue from that point of view. Reflection is a key gateway that opens people to beginning to think together and move from just arguing for about who is right to collaboratively solving the problems we all face
For professionals..., ¶3learning systems thinking: reflection
Delcore, Tenient-Matson, and Mullooly (2014) used findings from this study to delineate an on-campus space-use continuum that can be used for planning and renovating IT-related facilities, infrastructures, and services.
Schwartz (2014.02.28) acknowledged that approaches fostering deeper learning are not new, and pointed out related competencies derived from a MOOC. She also highlighted challenges of assessing such competencies.
The elements that make up this approach are not necessarily new — great teachers have been employing these tactics for years. But now there’s a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a Deeper Learning MOOC (massive open online course), organized by a group of schools, non-profits, and sponsored by the Hewlett Foundation.
So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.
“Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.
"Vision of Humanity is a strong proponent of the need to further study, advocate and act on peace. It groups together a number of interrelated initiatives focused on global peace which enjoy the support of a wide range of philanthropists, business people, politicians, religious leaders and intellectuals. It brings a strategic approach to raising the world’s attention and awareness around the importance of peace to humanity’s survival in the 21st century" (A word from our founder, Steve Killelea, ¶3, 2014.08.26).
"Based entirely on ESL essays, the researchers [at MIT and Technion] were able to create a language similarity tree, showing the close links between, for instance, Japanese and Korean. Their language similarity tree looks remarkably similar to one based on data from The World Atlas of Language Structures (WALS)."
"Information on this page
1 Intro to copyright, fair use and images in posts
2 Intro to creative commons
3 Flickr Creative Commons Images
4 Finding Creative commons images
5 Adding images from Compfight to posts
6 Adding images using the Compfight plugin
7 Free and public domain images
8 Attributing free and public domain images
9 Sources of free and public domain images
10 Using own images
11 Using student photos online
12 Your Task
"Leeman's July 9, 2014, Edublogger post pointed to a number of valuable sources of free images. Yet I'm wondering whether this resource wouldn't survive and possibly even grow if it were to provide seed content for a broad collective endeavour. Some parallels that spring to mind are Levine's 50+ web ways to tell a story wiki (http://50ways.wikispaces.com/50Contribute), and Tom Barrett's interesting ways crowd-sourcing endeavours (http://edte.ch/blog/?page_id=424)."
Teitelman's three top picks for free, easy-to use, online tools for editing images were: 1. Picadillo, 2. Pixlr, and 3. Fotor. Comments also mentioned a fourth, PicMonkey< three or four time in a fortnight.
In this 2014.06.16 guest post and extensive follow-up comments about an evolving educational technology rubric, Thornbury draws upon second language acquisition literature to generate "a list of 'observations'" (¶3), upon which in turn to base general questions about the "fitness for purpose" (¶1) of various products and services available to facilitate and support language learning.
In this July 30, 2014, article, Sullivan shares tips for teachers coaching learners on effective presentation development, practice, and delivery, along with numerous set phrases that presenters in general can use.
This Gulf News business section article by Cleofe Maceda (2014.07.28) seemed to promote Pearson's Global Scale of English (GSE) for use by recruiters, yet made no mention of "pay" in the article itself.
Recruitment experts said that companies are filtering out applicants with below-average English skills. This is especially true in the UAE, which is increasingly becoming one of the most popular destinations for multinational firms and business startups.
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Colin Burcher, head of programmatic marketing, EMEA, at Google, said that one of the preferred requirements they look for when hiring employees is the ability to speak and write in English.
“Being part of a global team, it is crucial that we share knowledge and collaborate across regions. It is therefore important that all team members are able to communicate in a single language,” Burcher said in an emailed statement to Gulf News.
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"Project-Based Learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying" (Project-Based Learning [PBL], ¶1).
"Wikispaces Classroom provides a simple structure that allows you to create projects, define teams, assign students and manage them all through successful completion of their projects. Starting from pre-built templates, or a blank slate, students can work in private groups until their work is due. At the end of the project you can share the results with the rest of the class or even parents and other participants" (PBL, ¶2).
"Our formative assessment reporting let you track student progress on their projects in real-time. You'll know which students are succeeding, which are falling behind, and how much they are contributing to their projects so that you can help remediate, motivate, and challenge when you most need to" (PBL, ¶3).
"The findings support a theory of language acquisition that suggests that some parts of language are learned through procedural memory, while others are learned through declarative memory" (Turning off effort, ¶1, 2014.07.25).
The Japan Association for Language Teaching (JALT) GILE SIG "works to promote global awareness, international understanding, social responsibility and action to solve world problems through content-based language teaching drawing on fields such as global education, peace education, environmental education and human rights education" (Main page, Welcome, ¶1, 2014.07.10).
In this post, Burns introduced "a wonderful [28 min.] video that presents a very clear outline of how to write an article that can get published in a magazine like Voices or TESOL Connections" (¶1, 2014.07.14).
"The posting below looks at creating a summer plan to be more productive in your academic writing. It is by Kerry Ann Rockquemore*, PhD, President and CEO of the National Center for Faculty Development & Diversity" (Folks, ¶1, 2014.07.14).
In this post, Oli introduces a four-step guide to becoming fluent in additional languages. The first step focuses on sound and writing systems; the second, on basic lexis and syntax; the third, on what is personally relevant; and the fourth, "coming soon," on communication.
Kronenberg, Felix. "This author argues that language centers should not so much be driven by technology, which is difficult to predict and support, but rather focus on pedagogical innovation and development, of which technology may be an integral part. By doing so, language centers may be able to gain more agency and influence and be less prone to technological disruptions, helping to set the stage for a transformed language center" (Conclusion, ¶3, 2014.07.08).
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pab teaches people, and learns from and with them. He strives to enhance their computer skills and cultural appreciation, as well as their listening, speaking, reading, and writing skills; he also strives to promote both learners' and teachers' personal and professional development.